Tag Archives: Lesson plan

Nuremberg Laws and Anne Frank Lesson Plan

Introduction Exercise

Have students draw a circle, divided into six or eight sections. In the center should be the student’s name. Each section should then be filled in with a different area of importance to the student. Examples are: my pet, hiking, girl or boy scouts, my church or synagogue, school and, my best friend. After the students have completed their circle, discuss which areas would have been denied to them because of who they were. The Nuremberg Laws resulted in the eventual loss of identity of each victim by systematic denial.

Case Study of Nazis and Jewish families in Holland

Read article that portrays life in Holland for Jewish families. Explain that Jew’s could not own pets or bicycles. They also had a strict curfew to obey. Nazi Youth was the only youth organization allowed. Synagogues were destroyed during Kristallnacht and finally many friendships between Jews and non-Jews were torn apart (often from fear of being associated with Jews). Friendships were also destroyed between those Christians who supported and did not support the Nazi regime. Reference the Nuremberg Law’s for more restrictions. The Nuremberg laws were passed on September 15, 1935. Nazi Germany instituted a series of laws designed to make freedom increasingly difficult for the Jews and to restrict their freedom.

Nuremberg laws worksheet 2 Nuremberg laws worksheet

Answer Questions on Article.


Introduction to Anne Franks family living in Holland. This video will be used as a Case study on how the Nuremberg laws affected one Jewish family.



Instruments of the Orchestra: String Family

Learning Outcomes:

  • Students will know the different string instruments of the orchestra.
  • Students will be able to identify each string instrument through visual and audio examples.
  •  Students will complete worksheet based around the string instruments of the orchestra.

Strings 15 minutes

Power point on the string instruments accompanied by audio/visual examples of each instrument. Students will take down key bits of information down about each string instrument in their music copybooks.

Violin features 10 minutes

Show students a violin. I will point out the features of a violin. Students will then be able to play and examine the violin and bow within class. They will know features such as: Strings, tuning pegs, chin rest and f holes.

Worksheet 15 minutes

Students will find each string instrument within the string family in their Bravo books. Using information they have learnt in class they will write a short description of each instrument on a worksheet. The worksheet will then be completed for homework. They will also be given a diagram of the violin on one of the worksheets. Each student must work individually and label each feature of the violin.

Phase 4 Videos

Students will watch videos on all the string instruments. Each video will be accompanied by questions allowing students to identify instruments aurally and visually.

Mario on the violin:


Rolling in the Deep: Cello


Mario: Cello


Lady Gaga: Viola


Mario: Double bass


Teaching Practice Tips and Guidelines! (Helpful Hints for any student teachers embarking on Teaching Practice)

For a lot of Student Teacher’s January is the most daunting, terrifying and exciting time of the academic calendar. It’s Teaching Practice time. After sitting through month’s of lectures, essay writing, lesson planning, schemes of work ATP and FTP it is finally your chance to stand up in front of a class. Whilst it can be a very intimidating and frightening experience for a lot of us it is also a chance for you to experience some of the most memorable student teacher moments of your college life. I can guarantee you that a lot of your anecdotes and stories told over a cup of tea in the canteen will be of your teaching practice experience.

You will have students in your classroom who will test you, make you stronger and at times will have you fighting back the tears but the moments when a student says a simple ‘Thank you Miss’ when they open up and tell you about problems at home and with friends or when they look up at you with excitement and interest because finally you have discovered a methodology or resources that has grasped their interest. They are the moments you will never forget. They are the moments that make all the late nights, all the stressing and all the panicking worth it.

There are times when I sit back and think how did I manage to pull myself through every January for four years? A helping hand or a word of advice was always welcomed. In preparation for next Monday I decided to share some helpful hints and ideas that helped get me and other fellow student teachers through the terror of Teaching Practice.

1) Folders: During my first year of Teaching Practice I heaved around two heavy hardback folders along with a lot of other resources I needed throughout the day. They were heavy, huge and quite a nuisance. During my second year I decided to purchase two soft back folders each containing 200 poly pockets. They held everything I needed lesson plans, resources, worksheets, and timetables comfortably. So if you want to give your back, arms and bags a break I would definitely recommend ditching those hard back folders!


2) Relax and start simple – what is the learning objective? What is the best way for the students to learn this/achieve that objective – done. You can add decorations later if you’ve any time or energy.

3)  Supervisors: Keep the lines of communicating open at all times! Keep thinking they are there to help you they want you to do well. If you have any questions ask them if you have any worries go to them.

4) Use Google Docs!! Afraid of forgetting your USB stick? Always have a back up ready on Google Docs. This allows you to prepare or upload power point presentations, worksheets, online quizes and polls and you can access them on any computer that has internet. Limiting the stress of loosing your USB stick. You can access google docs using your college email address. It is brilliant!!

5) Always make sure you have a class list for each of your classes. Getting to know your students names is essential! One tip I used was writing students names on lolly pop sticks and use them for question time! Ask the teachers for seating plan if they have one and always have it in front of you. I always like to take one class (Friday is a good day for this) and have a get to know each other class. Play a few icebreakers and write down one or two things about each student that will help you remember them. It also shows them you are interested in getting to know them individually.

6) Always try and be in your designated classroom 5-10 minutes before class begins. This gives you time to set up and be prepared before the students come in. This leaves no time for chatting or disruption.

7)  Stand at the door as your class walks into the room. Trust me this really helps. If you have a particularly difficult class line them up outside the classroom and wait for them to be ready to enter your classroom. Students who are ready may proceed in those who aren’t will wait until they are. Any longer than 10 minutes…. Follow school rules for disrupting your class. Works like a charm! (for those students who were allowed enter your class have a short 5 minute exercise written on the whiteboard for them to begin whilst you wait for the other students to calm down and enter your classroom)

8) Learn from other teachers in your cooperating school. If you are lucky to have helpful cooperating teachers learn from them. Ask to observe their classes, ask them what works for them and what doesn’t. This is your chance to learn as much as you can from people who experience school life everyday. Don’t be afraid to ask.

9)  Student teaching practice is exhausting! It can be a huge shock to the system. Eat. Sleep. Drink LOTS of water. Make time for friends to enjoy yourself. The world won’t fall apart if you make time for your favorite TV show or a night out with your friends, as long as you don’t totally blow off your responsibilities. The students can tell when you’re weary or ill at ease, so making sure that you’re happy is key.

10)  If you’re a female teacher one tip is to wear low heals, gives you a bit of height if your small like myself and also allows the students to hear you as your approach so they know to be quiet.

11) Be mindful of the class group you have. While one lesson might work really well with class group A, the same lesson might not be as suitable/ successful with class group B. Just try and be a bit conscientious when it comes to planning lessons. If the group isn’t that strong academically you don’t want to and up giving a lesson on the catechism. If the class is rowdy and noisy maybe avoid methodologies such as role play or simulation that might over excite the students; it might be hard to bring them back under control. It might be better to use methodologies such as working with text, teacher exposition etc. As placement goes on and you grow more confident with the class and they become more receptive towards you, by all means go for it, take the risk and experiment. But bottom line, be aware of the group you are teaching, analyze the class dynamic and the situation.

12) Always have a back up in place when using IT, in case something doesn’t work.

13)  Never shout; no matter how loud you think you are, they will always be louder. You loose control when you shout. If a student is misbehaving there is more than likely something going on outside of  your classroom. If they are misbehaving or refusing to do the work leave any confrontation until the end of the class. Ask the student what is wrong, why are the acting out or why are they refusing to work? 90% of the time there is some outside factor at home or a fight with friends that is causing their outbursts or perhaps they just don’t understand what the lesson was about and act out in frustration. Talk to them. I can guarantee this works 100% better than shouting.

14) Take one day at a time. Try not to get too stressed. Enjoy the experience.

15)  Classroom management: Check out my blog posts on Traffic light system and the Behaviour Card system for more information!

16) If your laptop crashes (which can happen) let your supervisors know and hand write your lessonplans for the following day.

17) Helper Student: If you notice there’s one or two pupils that are ‘noisy’ or chatty or even a bit cheeky or ‘bold’, they are probably being told off by most of their teahcers throughout the day. Instead of being ANOTHER teacher that keeps at them or whatever, go out of your way to make that student your ‘helper’. Ask them to distribute handouts, wipe off the board, give out copies etc. It’ll give them a sense of commraderie with you, rather then just seeing you as another teacher that gives out to them. This might make them want to keep you on their side and they’re more likely to behave.

18) School policies: some schools will give this to you, if they don’t, take a few minutes to look up the school policies with particular attention to classroom behaviour. Don’t wait until you have a behaviour problem to then ask another teacher, students will sense that you do not know the code and try push you further. Some schools give punishments for not having journals and some don’t allow written exercises without any learning benefit and some schools put students on report after three journal notes which you have to watch if you are the third teacher. It wont take long to read over and will make a big difference in your confidence and potential behaviour issues.

For resources and further ideas follow all the 5j2014 Master blogs. Links can be found on my blog page! I will continue to update this post with further helpful hints over the next few weeks.

Big thank you to all past MDI students who helped me compile this list. I hope this helps and best of luck to all student teachers. Enjoy it.

The Prodigal Son, Forgiveness Pope John Paul II forgives his Shooter Ali Agca


Intended Learning Outcomes:  

  • Students will be able to recall the story of May 13th 1981 when Ali Agca shot Pope John Paul II.
  • Students will be able to highlight similarities between the parable of the Prodigal Son and the story depicting the shooting of Pope John Paul II.
  • Students will understand the importance of forgiveness within the Christian faith
  • Students will understand concept of “morally good” actions.

Assessment of Learning Outcomes.

Students will part take in Group Work. Each group will consist of two pupils. As a team they will construct a newspaper article retelling the story of May 13th 1981 when Ali Agca shot Pope John Paul II. The article must contain Key Words from both the story of the Prodigal Son and of Pope John Paul’s shooting i.e Forgiveness, Sinner, God, Jesus, Ali Agca, Prodigal Son.

 Lesson Outline

Students will watch a short video clip recalling the main events of May 13th 1981, the day Pope John Paul II was shot. As a class the pupils will then identify the two main people involved in the story. They will then outline comparisons and similarities between the characters within the parable of the Prodigal Son and the day of May 13th 1981. i.e Ali Agca represents the younger son from the prodigal son who sinned against his father.

Students will watch a short video clip showing Pope John Paul visiting Ali Agca in prison and forgiving him for shooting him on May 13th 1981. They will then consider and answer questions verbally and on a sheet considering the action of forgiveness.

  1. What did the Pope do? What else could he have done?
  2. What were the effects of his actions?
  3. Why did Pope John Paul forgive Ali Agca?
  4. Is this a ‘morally good’ action?

They will then progress onto more personalized questions such as:

  1. Can we learn from the actions of Pope John Paul II?
  2. How does this persons actions challenge each of us?

Students will now be spilt into groups of two. They will be given the task of compiling a short newspaper article incorporating the key words and message of forgiveness in the Prodigal son and the shooting of Pope John Paul II. The article should reflect the message of ‘Forgiveness within the Christian community’ and how important it is. They will also have to choose an appropriate title and picture for the article. When they complete their tasks a select number of groups will read their articles and they will be handed up for correction.

Human Rights Lesson Plan Part 1 (for CSPE and RE teachers)

Prepare and Introduction (10 Minutes)

Flashcard containing words like shelter, water, food, television, music etc will be placed on the whiteboard. Students will arrange them into two categories: esstential and material. This idea of essential items will be developed further with the use of images. Images will show education, love, friendship, playing, home. Each student will examine the images and write down what they think each image represents. Class will discuss answers and come to an understanding that what we need like food and water we also have a right to.

Power point (10 minutes)

Begin by setting the scene as imaginatively as possible. The following paragraph might be a useful introduction.

‘A colony is to be established on Planet X, an ‘Earth-like’ planet in the Gamma quadrant. You are lucky to have been chosen for this exciting new life! Your colony has the initial task of drawing up a code of rights for everyone on the planet. This will be done in several stages.’

The journey through space

Explain to the pupils that they are on their way to Planet X and are now in hyper-isolation. Ask each pupil to draw up a personal list of ten essentials that they feel they need for their new life. These might be practical things they will need to survive, but they could also be ideas about how life on the new planet is to be organised. They should rank their list in order, with ‘1’ as the most important.

Writing List (10 minutes)

Students will compose list of 10 essentials they need on their journey. When they have completed their list they will discuss it with the person beside them.

  1. Why they chose these items?
  2. How important they are to them?
  3. Could they live without any of the items?
  4. Are any of the things on the list material possessions?

In planetary orbit

Whilst pupils circle Planet X they meet up with a fellow traveller. Ask each pupil to share her list of essentials with a partner and agree on a shared list of ten rights. They should note down their reasons for deciding what to include and what to leave out and keep these lists for later reference.

Group work (10 minutes)

On landing

Now that pupils have landed on the new planet, each pair should join together with another and agree a common list of ten rights.